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BOM Modelling and problem solving in civil engineering 2012, BOM035Status: AvslutadÖppen för svar: 2012-12-12 - 2013-01-25 Antal svar: 31 Procent av deltagarna som svarat: 45% Kontaktperson: Sara Kvartsberg» Utbildningsprogram som genomför enkäten: Väg- och vattenbyggnad 300 hp
Your own effort1. How many hours per week did you spend on this course?We mean total time, that is, it comprises the time you spent in class and the time you spent on your own work. Try to estimate the average time over the entire study period.31 svarande
Genomsnitt: 2.35 2. How large part of the teaching offered did you attend?31 svarande
Genomsnitt: 4.03 Goals and goal fulfilmentThe course syllabus states the course goals in terms of learning outcomes, i.e., knowledge, skills and attitudes to be acquired by the student during the course.3. How understandable are the learning outcomes of the course (course goals)?Learning outcomesThe students shall after the course: - understand the framework of conceptual modelling in engineering practice - express the main characteristics of different types of engineering models - choose between different models to solve a problem at hand - apply different types of models on basic but fundamental infrastructural and environmental engineering problems 31 svarande
Genomsnitt: 3.25 - To many different parts in this course. It would be preferable to focus on fewer tools (models), and thereby gain brief understanding in the problem solving techniques attached to civil engineering.» (The learning outcomes are difficult to understand) 4. Are the learning outcomes (goals) reasonable considering your background and the number of credits?30 svarande
Genomsnitt: 1.93 5. Did the examination assess whether you have reached the goals?31 svarande
Genomsnitt: 2 - Fast jag anser inte ett tentan testar det. Vad tentan ska testa var en gissnings lek som slutade dåligt. Är det verkligen så att tenstan ska bygga på att du ska kunna ekvationer? Nej inte enligt kursmålen! Jag anser INTE att tentan testar om du uppfyller målen. » (No, not at all) Teaching and course administration6. To what extent has the teaching (lectures, exercises) been of help for your learning?31 svarande
Genomsnitt: 2.03 - No connection between the different lectures and sometimes a lecture with no connection to an exercise/exam/modelling. Just someone presenting their ph"d. Which could be intereseting if that area was the purpose of the course - to much detail in to the different areas - the the modelling part gets lost... I understand that you need detail to be able to model but then you shouldn"t bring up that many areas. 2 or max 3 should be enough for us to understand that you modell differently in different areas. » (Small extent) 7. To what extent has the course literature and other material been of help for your learning?31 svarande
Genomsnitt: 1.67 - Det är värdelöst när det inte finns något kursmaterial utan lite saker utdelat på hemsidan, det gör det oerhört svårt att få en bild av kursens innehåll. » (Small extent) 8. To what extent has the group project been of help for your learning?31 svarande
Genomsnitt: 2.87 - We only learned one exact type of modeling, which was for most groups set to a too high level. IT would have mean more useful to learn a principle to apply to all types of models.» (Small extent) 9. How well did the course administration, web page, handouts etc work?31 svarande
Genomsnitt: 3.25 - Saker kommer ut för sent. Och det som ligger där är inte till någon direkt hjälp.» (Rather badly) Study climate10. How were the opportunities for asking questions and getting help?31 svarande
Genomsnitt: 3.54 - Hjälp kunde fås under lektionstid» (Rather poor) 11. How was the course workload?31 svarande
Genomsnitt: 3.16 - Men väldigt hög under veckorna med grupparbetet, speciellt eftersom det tog halva tiden innan vi fick programmet att fungera.» (Adequate) Summarizing questions12. What is your general impression of the course?31 svarande
Genomsnitt: 2.32 (bidrar till totalt genomsnitt/jämförelseindex) - Sämsta kursen jag läst på Chalmers, utan tvekan. » (Poor) 13. What should definitely be preserved to next year?- Grupparbetet, dock lite mer tid till det eftersom det ska utgöra 50 av kursen, man gör ju inget vettigt innan det körde igång ändå.»- Projektet» - The project should be adressed as it help to understand the concept of modelling.» - The group work.» - Grupparbetet! Jag hade föredragit att ha tre större grupparbeten istället för de mindre inlämningsuppgifterna, det var först i grupparbetet som jag lärde mig saker och fattade kursen. » - Group exercise. It helped to understand the course material better.» - The parts on urban metabolism and hydrodynamic modelling» - Inget, kursen bör göras om eller tas bort som obligatorisk kurs.» - the group project was ok but it needs a little more time if it is parallell to the project in the other course.» - the grading system, with pass/not pass on the exercises and equal weighting of project and written exam» - The different exercises.» - the project» - the project and the exercises» - The group project.» - Group project!» - Group work » - The group project was very good. » - The structure of the coarse. The computer exercises.» - Project could probably be good if part of the course before it where modified.» 14. What should definitely be changed to next year?- Clearer about how the exam will look like (earlier).»- Lägg mer tid på övningarna och låta det som görs på övningarna spegla vad som kommer på tentan. OM ni säger att tentan i år kommer vara lite annorlunda än tidigare får ni gärna lägga upp exempel på hur tentan ser ut nu då man inte hade en aning vilka delar från de gamla tentorna man skulle skippa, då vi i kursen inte räknat NÅGONTING för hand men plötsligt dyker det likt förbannat upp sådant på tentan. Har väl egentligen inte lärt mig någonting viktigt och ni behöver helt enkelt göra om kursen helt och hållet om den ska finnas kvar, har ju vart ett skämt allting. Urban metabolism övningen gav INGENTING, det enda man lärde sig vara att klippa och klistra i excel utan någon som helst förståelse men tog en väldans massa tid.» - Ta bort tentan, och exsaminera på dataövningar och projekt. Göra om övningarna lite så dom får lite mer mening med seriösa inlämningar som kan betygsättas elller utgöra grunden till ett begyg. Vissa av övni garna känns idag menlösa ex urban metabolism som inprincip gick ut på att länka i excel vilket inte var det som den skulle gå ut på.» - Some lectures seems not related to the aim of the course. In other words, the relationship between these lectures and the course aim should be better clarified.» - The exam, instead have a larger group project.» - Ta bort urban metabolism. Delen med FEM var på alldeles för hög nivå, men det vet ni redan och ändrade snabbt vilket var mycket bra!» - More lectures/exercises using software as we were just given a list of steps to follow, which was not so good to understand fully how different software works.» - I don"t think there should be an exam, just the exercises and the project because it is not sutible to have a written exam when we only worked on computers. The part of numerical modelling should be changed so it is more acessable for the students because it seems to be an important part but that part didn"t give me any thing.» - Skippa tentan, gör några större projekt där man får prova på att lösa problem genom modellering istället, kanske 3 projekt a 2 veckor var tror jag skulle leda till att jag skulle lära mig mer.» - the plannering for the course should totally be changed i think. there. more time for each program should be set and maybe each student should choose two or three programs to work with during the corse. so there will be better comprehension of each program and the goal. there were too different things gathered in one course which makes the course uninteresting. maybe small exams each week or home exams could be a good idea. the lecture could be more interesting and effective. there could follow each other to be interesting at be followed.» - exercise Urban Metabolism» - One of the aims of the course is to "(...) serve as unifying course for students with different backgrounds", as stated in the course memo. That goal was far from being achieved.» - the exam - make it somewhat fit with the rest of the course. no it is all very confusing. e.g. no exam, larger project and individual exercises what are of greater extent. » - the amount of urban metabolism lecture, they were to many. And the amount of lectures room most be more. The exam, i can not see what the exam was good for, the goal for the clas was to learn students to see that there are more than one way to solve problems, but in the exam it felt that there still just one corect way.» - Somehow adapt the course after the fact that we actually have only a couple of hours to work with every kind of model. » - Better connection between the different parts of the course. Maybe integrate more parts into the group project.» - The assignements where not giving at all. You got no continuity in the programs and too little time to learn them. Focus on having smaller class when having the exercise, have more teachers per student during exercise and teach us what we are suppose to know for the exam on the lectures and exercises.» - It has to be clearer what kind of questions that are on the exam. Also add more exercises that treat questions like those on the exam.» - many things need to be reconsidered. How the excercises and lectures could mirror the scope and purpose of the course in a better way.» - You need to clearify what we should know and learn during this course. I was confused the entire course and did not know how to study for the exam. Maybe there could be two group projects in two different topics instead of just one?» - Maybe it is reasonable to give more time for the group work project without extending the workload. An extra week would have been great.» - The urban metabolism exercise was very much about only making links in excel and did give very much, even though Leonardo was very good at sending us PIM explaining the purpose of the exercises, giving us tips et cetera. Though the exercises did not feel very useful. But the subject and the lectures were very good!» - The exercises! Exercises can be a very good way of learning, but they should be about, how to set up models and start by basic principles in the beginning of the course and then maybe turn more advanced as the weeks pass. They should NOT be trying to enter and data and try use PhD-students models.» 15. Additional comments- Ni är ju smarta människor, ni måste ju själva känna att kursens upplägg osv är helt åt helvete dåligt. Om vi nu ska lära oss om olika modeller är det väl bättre vi jobbar lite mer med vissa än att skrapa på ytan på jätte många med värdelösa övningar som inte ger något?! Tack och hej!»- Om tentan ska behållas MÅSTE övningsuppgifter och övningstentor som påminner om tentan lämnas ut är väl knappast meningen att studenterna inte ska veta vad man ska kunna eller her hentan kommer se ut. Jag blev mycket besviken på den här kursen.» - Tror kursen bör göras om från grunden. Man bör överväga om den ska delas till flera kurser eller om antalet modelling-metoder ska minskas. Som det är nu hinner man inte lära sig någon om någon metod. Det enda jag tar med mig från kursen är att jag har blivit bättre på att jobba i excell. Borde inte vara en obligatorisk kurs om den inte är genomtänkt. » - The class size was a problem in the computer rooms which could be resolved next year. Either have two rooms with one lecturer in each room, or try to find a larger room on campus (if there are any).» - Generellt en av de sämsta kurserna jag läst!» - me personally did not enjoy this course unfortunately and could not learn a definite subject through it. i hope you and students next year will be more satisfied with it.» - The exercises could be more difficult and thus replace the exam.» - it is not acceptable to have the whole class in one computerroom. If it if only one teather, have then two lectures! We were 70 people in a room where only 50 people is allowed.» - Make the group project bigger and have less exercises.» - You said that the course was changed for this year and the old exams on the portal could not be trusted. But how come you have a 8point question about safety factors witout even haveing this information on the uploaded slides on Ping-pong? I had never seen this type of question before and lost a lot of points due to this. Only those who studied the old exams might have gotten some points. But I was under the impression that we should NOT pay to much attention to the old exams, but apparently I should have. When we have the oral presentations of the projects, you did not divide the groups so we could listen to all different models. I for example presented in the group without the Urban Metabolism. I thought this presentation should be a learning opportunity, where we get a chance to hear all different models. Especially this year when UM was a new topic, but only a handful could be breifed deeper about it. » - The question number 4 on the exam was not fair. We spent very little time on this subject and we did not do any exercises related to this area.» - The aim of the course, and its content, is adequate and good but hard to exam.» - I think the ambition is nice but it does not really fall out as planned, maybe try and realize we have not build models in this way before knowingly and maybe a basic understanding would give us more than trying to make us use and understand complex models. Do not try to walk before you can crawl.» Genomsnitt totalt för detta stycke: 2.32 Beräknat jämförelseindex: 0.33
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